2010 Arbor Day National Poster Contest Trees are Terrific · “Trees are Terrific…and Energy Wise!” is designed to increase knowledge about the importance of trees in the production

Arbor Day Foundation • 1

Lesson Plans & Contest Rules

Trees are Terrific...and Energy Wise!

arborday.org

2010 Arbor Day National Poster Contest

• 2010 Arbor Day National Poster Contest Rules (page 23)

• Activities correlate with National Education Standards for fifth grade (page 5)

• Hands on activities to teach your students the importance of trees in energy conservation (page 11)

• Supplements science units on plants and systems

• Receive a FREE poster (page 28)

2 • Arbor Day Foundation

NOTE:

Arbor Day FarmLied Lodge & Conference CenterNebraska City, Nebraskawww.liedlodge.org

Welcome

Dear Educator,

You are invite

d to join over

65,000 fifth g

rade teachers

across America

in the 2010 Ar

bor Day Nation

al Poster Cont

est. This year

’s contest,

“Trees are Ter

rific…and Energ

y Wise!” is de

signed to incr

ease knowledge

about the impo

rtance of tree

s in the produ

ction and cons

ervation

of energy.

Trees provide

beauty to our

communities an

d many product

s that we

utilize in our

daily lives.

But trees also

provide a ben

efit that often

goes unnoticed

- trees produ

ce and conserv

e energy. Stud

ents will lear

n

how trees prod

uce food energ

y for people a

nd wildlife, h

ow properly

selected and p

lanted trees c

onserve energy

, and much mor

e.

The use of par

t or all of th

e activities i

n this guide i

s encouraged,

but not mandat

ory, for parti

cipation in th

e national con

test. You may

adapt, alter,

or supplement

these activiti

es to meet the

needs of your

class.

Follow the con

test rules as

they appear on

page 23. Make

sure every

poster is sign

ed and the sch

ool winner has

a winner repo

rt form

completed and

affixed to the

back. Your sta

te entry due d

ate is specifie

d

by your state

coordinator (l

ist of coordin

ators on page

27).

Poster Contest

details are a

lso available

on the Interne

t. Visit our

site at www.ar

borday.org/pos

tercontest and

view the 2009

national and

state winners,

find out your

state deadline

, or even down

load other gre

at

activities.

The Arbor Day

Foundation wis

hes you the be

st of luck and

a happy

Arbor Day!

Mary Widhelm

Program Direct

or

Arbor Day Foun

dation

State winners will be announced by the state coordinator. The national winner, his or her parents, and the teacher of the winning student receive an expense-paid trip to the National Awards Week-end (April 30–May 2, 2010) at Arbor Day Farm Lied Lodge & Conference Center in Nebraska City, Nebraska. The winner also earns a $1000 savings bond, a lifetime membership to the Arbor Day Foundation, and his or her teacher receives a $200 check. (See page 22 for a complete listing of the national prizes.)


Table of Contents

Welcome ............................................................................................................................................................................................. 2

Activities Guide Overview ................................................................................................................................................................... 4

Discover How Trees Conserve Energy ............................................................................................................5-10

Activity ........................................................................................................................................................11-16

Extension Activities .....................................................................................................................................17-20

Create a Poster ................................................................................................................................................. 22

Instructions and Listing of National Prizes ...................................................................................................... 22

Arbor Day National Poster Contest Rules ......................................................................................................... 23

Arbor Day National Poster Contest School Winner Report Form ...................................................................... 24

Participation Certificate (also online at arborday.org/certificates) ................................................................... 25

School Winner Certificate (also online at arborday.org/certificates) ................................................................ 26

Poster Contest State Coordinators .................................................................................................................... 27

Poster Contest Survey (to be filled out or submitted online) ........................................................................... 28

Step

Celebrate Arbor Day ..........................................................................................................................................29

“Thank you so much for providing these activities guides to us. I love using them with my students.”

“This was the first year that I knew about the program, and now I look forward to making it part of each year’s instruction. I will pass on 2010 guides to the other

fifth grade teachers in my district.”

“The National Arbor Day Poster Contest has given us the perfect opportunity to integrate science and the arts. This is an established collaborative effort for the fifth grade science and art teachers. We look forward to the curriculum guide each year.”

Here is what fifth grade teachers who reviewed the 2010 Poster Contest Lesson Plans had to say:

Step 1Step 2

Step 3


Learning Objective:• Studentswillrecognizetheinterdependentroletrees

playinconservingenergy

Basic Activity • Designanenergy-wisecommunityusingtrees

(One60minuteclassperiod)

Extension Activities• Conducttemperatureandtranspirationexperiments

(Twoormoreclassperiods)

• Discoverhowtreesproduceenergy

(One30-minuteclassperiod)

Discover How Trees Conserve Energy

Create a Poster Learning Objective:• Studentswillcreateaposterthatreflectstheirunderstandingof howtreesproduceandconserveenergyforalllivingthings

Celebrate Arbor DayLearning Objective:• Studentswillplanandparticipateinan ArborDaycelebration

Step 1

Step 2

Step 3

As Easy as 1 - 2 - 3!


Teacher Background Information:Trees are widely appreciated for the bountiful products they produce and the beauty they contribute to our environment, but they also provide many conservation benefits as well.

Trees’ roots grip and hold the topsoil, slowing runoff and reducing erosion and water pollution. Leafy tree canopies conserve moisture, slow the wind, keep the air clean, help quiet loud traffic noises, and provide shade from the hot summer sun. They also create a welcome home for birds and wildlife.

One thing people don’t always realize, though, is that trees are vital for converting and producing energy for human use, as well as conserving energy when properly placed in the landscape.

Energy is defined as the ability to do work; it powers everything in nature. Energy warms and cools our homes, fuels our cars, powers our TVs and DVD players, and runs our manufacturing plants. It takes energy for us to walk, talk, digest our food, and even breath.

Many different sources of energy exist. Some sources are nonrenewable, such as fossil fuels like coal, oil, and natural gas. Once the supply of a fossil fuel has been depleted, it is gone forever. Some energy sources are renewable – like wind, sun, water, trees, and plants. These are energy sources that can be replenished through natural processes or careful management. Energy that comes from plants, like trees, is considered biomass. It is renewable as long as new trees or plants are planted.

Some of this information is included in the student handouts, but additional information is provided here for you to include as a part of the classroom discussion as you go through the handouts with students as time allows.

Classroom Activity:• DesignanEnergyWiseCommunityUsing

Trees

Objectives:Studentswillbeableto:• describeseveralwaysappropriatelyplaced

andplantedtreescanconserveenergy• demonstratebestplantinglocationsfor

differenttypesoftreestoconserveorproduceenergy

Time Recommended:•One60minuteortwo30minuteclassperiods

Materials Needed:• Fan• Waterinmistbottleorbucket• 2thermometers(optional)• 11"x17"orlargersheetofpaperandpencils

(oneperchildorgroup)• HandoutofRubric and Vocabularyon

page13• PhotocopiesofthePlanting Trees for Energy

Conservation Handout(oneperstudentorgroup)onpages14and15

National Science Education Standards Correlation:Asaresultoftheactivity,studentsshoulddevelopanunderstandingof:•populations,resources,andenvironments•diversityandadaptationsoforganisms• designingasolutionorproductinlightof

informationathand

National Social Studies Education Standards Correlation:Asaresultoftheactivitystudentsshouldbeableto:•explorethecauses,consequences

andpossiblesolutionstopersistent,contemporary,andemergingissues(GlobalConnections)

Discover how trees conserve energy

BASIC ACTIVITY Step 1


Most people living in cities and towns don’t have enough available land to grow their own individual biomass plantations to produce energy. Biomass is a homegrown source of energy. Wood, animal waste, crops, and even garbage can be used as a biomass energy source. Agricultural biomass crops like corn and soybeans can be burned directly or turned into other liquid fuels. However, by properly locating and planting a few trees around their home, people can conserve energy, lessen the use of nonrenewable fossil fuels, save money, increase property value, and help the environment. Prop-er landscaping with trees and shrubs is often the best long-term investment for reducing heating and cooling costs while also bringing improvements to the home and the community. Planting trees that incorporate practices from the three Guidelines described below can have a significant impact on conserving energy resources and money.

Concept: Trees Can Help Conserve Energy

A lack of trees around houses means less comfort and higher energy costs.

Carefully planned trees annually save money and add comfort to a home.

Carefully positioned trees can save up to 25% of a household’s energy needs for heating and cooling. According to the U.S. Department of Energy, this can save the average household between $100 and $250 in energy costs each year. What could your family do for fun with the money saved from cutting energy costs?

GUIDELINE 1: Plant Trees to Shade Your Home


Select broadleaf species trees that are right for your site considerations.

Broadleaf trees have leaves that are flat and thin. They are usually deciduous, shedding their leaves an-nually. Oak, ash, and maple are several examples of broadleaf trees. Broadleaf trees generally provide the best summer shade.

Deciduous, Broadleaf Tree

The most energy savings and the best use of shade generally come from deciduous, broadleaf trees planted about 10 to 20 feet from the walls to the west, east, or northwest of the house, depending on species. These trees shade the house and air conditioning unit during the summer, reducing the energy needed for air conditioning and increasing the efficiency of the unit by as much as 10%. When they lose their leaves in the winter, trees correctly planted allow the sun to reach and warm the houses, making maximum use of winter solar heat, and thus saving energy for heating.

Because the sun is more directly overhead at midday during the summer months, planting shade trees on the south is discouraged. Trees on the south will not shade the house unless planted very close to it and they will make unwanted shade in the winter when the sun is at a lower angle. Trees planted to the south of a home may also block beneficial summer breezes.

Summer Winter

Because the sun is more directly overhead in summer, trees planted on the south will not provide shade unless planted very close. Trees planted on the south also block beneficial summer breezes. Trees planted on the east, west, and northwest sides of a house provide the best shade during the summer mornings and afternoons.

In the winter, trees planted on the south side of a house may produce unwanted shade. Trees planted on the east, west and northwest sides minimize unwanted winter shade.

InSummerInWinter


GUIDELINE 2: Plant Trees to Shade Paved AreasTrees shading paved areas, like driveways and asphalt parking lots, will greatly decrease surface heat. In the summer, a city with trees shading paved areas can be 12 degrees cooler than one without trees.

Summer HeatAir temperature 98°

Asphalt driveway surface 115°

4ft above unshaded sidewalk 100°

4ft above shaded sidewalk 90°

Cities with unshaded stretches of concrete streets and parking lots are sometimes referred to as “heat islands” that are 5-12 degrees hotter than surrounding areas. Plant-ing trees on rooftop gardens in these areas helps allevi-ate the heat island effect – which saves both energy and money.

The net cooling effect of a young, healthy tree is equiva-lent to ten room-sized air conditioners operating 20 hours

a day. In the process of transpiration, water escapes from small openings in a tree’s leaves. This water evapo-rates in hot weather. The evaporated moisture cools the air around the tree. Since cool air is heavier than hot air, this cool air moves toward the ground making us feel cooler. (The evaporation activity you may choose to do with your students on p.12, Step 5, illustrates how this works.)

Heat Island Effect

If it seems hotter downtown than in the suburbs, and cooler in the park than in your backyard, it is not simply your imagination. Cities are heat islands – zones of summer air temperatures that can be as much as 12 degrees Fahrenheit higher than surrounding areas.


GUIDELINE 3: Plant Trees as Protection from Hot or Cold Winds

Windbreaks are barriers used to reduce and redirect wind. Planting a windbreak around a home can provide an en-ergy savings of up to 30 percent and reduce blowing snow, noise, and dust. Since most homes in the United States are heated by natural gas or electricity generated from burning coal, this energy savings means a reduction in fos-sil fuel use as well.

An effective windbreak should be planted at a right angle (perpendicular) to prevailing winds. In the southern United States, hot, drying winds can erode soil and in-crease energy demands for cooling. Hot winds often come from the south or southwest, so an effective windbreak would be planted to the south and/or west of the home or housing development. In the northern United States, bitter cold winds can dramatically increase heating costs. Winter winds are often from the north or northwest, so an effec-tive windbreak would be planted to the north and/or west of the home or housing development.

Since winds vary, multiple legs of windbreaks, or wind-break systems often provide the best protection and great-est energy savings.

Evergreen conifers with branches close to the ground form the best windbreaks. Pine, red cedar, and Douglasfir are species often used in windbreak plantings. Choose trees adapted to your region.

WindbreakDesign

Two-sided windbreaks offer protection over a larger area for greater energy conservation.

ProtectedArea

ProtectedArea

Wind speedabout 35 mphWinter winddirection 0 ft 100 ft 200 ft

(windward row)

Snow drifts form here, away from buildings Wind speed about

10 mph hereWind speed about 15 mph here

If open wind speed is 35 miles per hour (mph), the windbreak reduces wind speed to:

The effectiveness of the windbreak also depends on the density of the windbreak and its height. Three or more continuous rows of trees in staggered formation provide the best wind protection, but even a single row of trees will have an effect. Trees, bushes, and shrubs are often planted together to better block the wind from ground lev-el to the treetops. The tallest row of trees is often planted in the center. Trees should be planted fairly close together. Spacing between rows should be about 12 feet.

Windbreaks offer protection for a distance of up to 8 to 10 times the height of the mature trees. Snow and stagnant air can collect in the area directly behind a windbreak so, in regions that receive lots of snow, buildings to be pro-tected should be located no closer than 100 feet from the windward row (front row facing the wind). A good rule of thumb is that the area to be protected should be within a downwind distance of 2 to 5 times the expected height of the tallest windbreak row. (For planning purposes, 20 feet is often used as the height of the tallest trees.)


Wind direction

The greater the number of trees in a neighborhood, the more effective the trees are in reducing the wind. New housing developments benefit from windbreak plantings that border the neighborhood.

A well-placed windbreak can protect several homes or an entire development from chilling winter winds and drifting snow.

A WINDBREAK can lower heating bills 10-20%

NUT TREES can be incorporated into windbreaks or serve as shade trees and benefit wildlife

SHADE TREES planted east and west of your home can cut cooling costs up to 25%.

STREET TREES shade the concrete and help cool the entire neighborhood

Many FLOWERING TREES also produce food for wildlife

An Energy Wise example of trees well-planted around a home that incorporates all three guidelines.

Conifers bear cones and have needle-like or scale-like leaves. Most conifers are evergreens since they do not lose all their leaves at once. Pines, firs, cedars, and spruces are conifers. Conifers generally provide the most effective buffer in windbreaks.


ActivityInstructional Sequence

Step 1. Begin by asking students what comes to mind when they hear the word “tree.” Record responses on the board without comment. Remind students of additional things trees do for the environment, if they are not already listed, then continue discussion by asking if energy should also be included on the list. After student discussion, explain that trees are vital for converting and producing energy for human use, as well as conserving energy when properly placed in the landscape.

Step 2. Write the words “renewable energy” and “non-renewable energy” on the board. Have students think of sources of energy and work together to determine into which of the two categories each energy source falls. Tell them that most of the energy used today for transportation and in factories, offices, and homes comes from fossil fu-els. Fossil fuels such as coal, oil, and natural gas take mil-lions of years to form and are nonrenewable. Sun, wind, trees, and water are renewable energy resources because supplies are not limited and with proper management we can always grow trees.

Step 3. Pass out the two-page Tree Planting for Energy Conservation Guidelines Handout (pg 14 & 15). Explain that this Handout has three important guidelines. Each guideline describes both what they should know and what they can do to conserve energy by planting trees in spe-cific locations. They will need to understand this informa-tion to do the activity. As you review each of the energy conservation guidelines, incorporate additional material provided in the Background Information section into the discussion.

Step 4. Start with Guideline #1: Plant Trees to Shade Your Home.

Ask … Look at the thermometer on the two top pictures. Which home is cooler? Why do you think that is? Which home looks more appealing to live in?

Review the “What you should know” information in Guideline #1.

Ask …Now look at the bottom two pictures in this sec-tion. If you know that north is marked at the top of each picture, which sides of the house are the trees planted on?

Draw a compass on the board with the cardinal directions (north, south, east, and west) to help students gain orienta-tion. Then review the “What you can do” information with students, referring to the visual examples as you go through the text.

When you get to the term “deciduous, broadleaf trees” di-rect student attention to the illustration examples of broad-leaves and conifers. Ask students to comment on the trees’ differences. Ask what kinds of trees they see around their school? In their neighborhood? Explain that both kinds of trees play important roles in creating an ENERGY WISE community.


Step 5. Explain that trees not only provide shade from the sun, they also transpire (release water vapor) through their leaves. This is an additional cooling benefit. Tell them you’ll show them how this works. Have students line up and file by the bucket of water. Ask each student to dip just one hand in the water to wet it, then hold both hands briefly in front of the fan. After all children have tried this, ask which hand felt cooler. Explain that the warmth of your skin and the air from the fan caused the water to evaporate. That process cools your skin. Nature uses evaporative cooling everyday. When we sweat, our perspiration evaporates, cooling us off. When a tree tran-spires, releasing moisture, that moisture evaporates, cool-ing the air. Tell students that the net cooling effect of just one young, healthy tree is equivalent to ten room-sized air conditioners operating 20 hours a day. Amazing!

Step 6. Introduce Guideline #2: Plant Trees to Shade Paved Areas Review the content. Ask students what temperature differ-ences they notice in the different areas of the illustration. You might wish to add information about heat islands from the background information.

If the sun is out, have students go outside and measure the temperature difference between the sidewalk areas and the area in the shade. Discuss results.

Step 7. Introduce Guideline # 3: Plant Trees as Protection from Hot or Cold Winds.

To illustrate how a windbreak works, have one student stand about 8 feet from the fan and ask if he or she can feel the air movement. Then have other students come up and stand as a windbreak between the first student and the fan. Ask the first student the difference he or she feels. Ask students what direction the prevailing winds come from in their area…in the summer and in the winter. See a great teacher idea at www.arborday.org/teacheridea.

Step 8: The Activity Determine if you wish to have students work individually or in small groups. Pass out the Vocabulary and Assess-ment Rubric Handout and review with students (page 13). Give each student or student group a large sheet of paper.

Tell students to imagine they are community planners or landscapers. They are going to have an opportunity to design a new neighborhood development. Their job is to design & draw a landscape plan that shows some impor-tant community features (a school, several homes, a small business) and also incorporates tree planting that will help the home owners and the neighborhood conserve energy. Tell students they should refer to the Tree Planting for Energy Conservation Guidelines Handout to determine the best tree planting locations…both around the neigh-borhood AND around the homes and school. An optional worksheet can be found on p. 16 or downloaded at www.arborday.org/reproducibles.

Remind students it is important to indicate north, south, east, and west on their design so they can know where to properly place trees for best energy conservation and windbreak protection. They should also indicate on the plan which trees are broadleaf trees and which trees are coniferous trees. Remind them of the direction of prevail-ing winds in their area. Review the assessment details in the rubric with students before they begin.

When the landscaping projects are complete have students explain their plans and their choice of tree locations to the class. Provide the opportunity for peer review and redesign.

Authentic AssessmentHave students use the Tree Planting for Energy Con-servation Guidelines Handout to evaluate real plantings around the school building, area homes, or business sites. Have them determine if efficient use of tree planting was made to conserve energy. They could select areas on the grounds where new trees might be planted on Arbor Day. If available, they can observe and comment on areas where windbreaks have been planted.

Alternative Assessment Make an enlarged photocopy of the Energy Wise example on page 10 and have students point out energy conserving features.

Other Ideas!1. Take a field trip to a tree farm2. Invite a landscape architect to speak to the class3. Build a 3-D model of an energy wise neighborhood4. For additional outdoor activities, visit natureexplore.org.


Vocabulary WordsBiomass Energy – Energy that comes from plants. Biomass gets its energy from the sun. It is renewable as long as new trees or plants are planted.

Broadleaf – Trees with leaves that are thin, flat, and usually shed annually. Broadleaf trees are often good for shade.

Conifer – Trees that bear cones and have needle or scale like leaves that usually remain on the tree into the next growing season. Conifers are often good for windbreaks.

Deciduous – Trees that shed their leaves each year.

Diversity – Variety of many different kinds.

Energy – The ability to do work.

Energy Conservation – Efforts that reduce energy use...espe-cially use of non-renewable energy sources.

Evergreen – Trees that keep their leaves into the next year.

Fossil Fuels – Fossil fuels come from organisms that lived long ago and have been buried underground for thousands of years. These are nonrenewable energy sources that include coal, oil, and gas which people use to create energy that powers our cars, homes, and factories. Fossil fuels can produce pollution when burned to create energy.

Heat Island Effect – City areas with lots of concrete and few shade trees that are hotter during the summer than nearby areas that have shade trees.

Nonrenewable Energy – Energy sources like coal, oil and gas that have limited supply.

Prevailing Wind – The most common direction of the wind.

Renewable Energy – Energy that is continuous or can be replaced naturally. Examples include energy created by the sun, wind, or biomass.

Windbreak – Rows of trees planted to slow the force of the wind.

Windward Row – The front row of trees facing the wind in a windbreak.

RUBRIC: GRADE YOUR ENERGY CONSERVATION LANDSCAPE PLAN1-2Points

POORPLAN

• Only one or no Trees for Energy Conservation Guidelines are included with trees correctly located in the community design.

• Student cannot describe how trees in the landscape design conserve energy.

• Only a few broadleaf and conifers are identified in the plan.

• Only one aspect of a community is included.

3-5pointsAVERAGEPLAN

• Two of the Trees for Energy Conservation Guidelines are included with trees correctly located in the community design.

• Some of the ways trees in the landscape design conserve energy and can be correctly described.

• Broadleaf and conifers are included in the design with most trees correctly placed for good energy conservation.

• Several aspects of a community are included.

6-8PointsGOODPLAN

• Three of the Trees for Energy Conservation Guidelines are included with trees correctly placed in the community design.

• Most of the ways that the trees in the landscape design conserve energy and can be correctly described.

• Broadleaf and conifers are included in the design with all trees correctly placed for good energy conservation.

• Work is neat with several aspects of a community included.

9-10pointsEXCELLENTPLAN

• All three of the Trees for Energy Conservation Guidelines are included with trees correctly placed in the community design.

• All of the ways that the trees in the landscape design conserve energy and can be very well described.

• Many broadleaf and conifers are included in the design with all trees correctly placed for good energy conservation.

• Work is very neat with many aspects of a community included.

RUBRIC: RATE YOUR ENERGY CONSERVATION LANDSCAPE PLAN

Vocabulary and Assessment Rubric Resources


Tree Planting for Energy Conservation Guidelines - Handout - Page 1

Guideline #1: Plant Trees to Shade Your Home

What you should know – Trees shading a home can reduce the need for air conditioning. Carefully placed trees can save up to 25 percent of an average household’s energy needs for cooling - up to 65 percent in the case of mobile homes. According to the U.S. Department of Energy, proper placement of only three trees can save the average household up to $250 in energy costs each year. Think about what fun things your family could do with that extra money!

What you can do – The most energy savings and the best use of shade generally comes from deciduous, broadleaf trees planted about 10 to 20 feet from the walls to the west, east or south of the house, depending on the species. These trees shade the house during the summer, reducing the energy needed for air conditioning. When they lose their leaves in the winter, trees correctly planted allow the sun to reach and warm the house, saving energy for heating as well.

Summer Winter

A lack of trees around houses means less comfort and higher energy costs.

Carefully planned trees annually save money and add comfort to a home.

Summer HeatAir temperature 98°

Asphalt driveway surface 115°

4ft above unshaded sidewalk 100°

4ft above shaded sidewalk 90°

What you should know – Trees shading concrete or asphalt driveways and parking lots will greatly decrease surface heat. In the summer, a city area with trees shading paved areas can be 12 degrees cooler than one without trees.

What you can do – Plant broadleaf trees near, but not right against, sidewalks and driveways. Create areas in large parking lots or along city streets where trees can be planted for shade. Plant rooftop gardens.

Guideline #2: Plant Trees to Shade Paved Areas

Summer Winter

2 Main Types of TreesDifferent kinds of trees can be part of an energy wise plan.

Broadleaf trees have leaves that are flat and thin. They are usually deciduous, shedding their leaves annually. Oak, ash, and maple are several examples of broadleaf trees. Broadleaf trees generally provide the best summer shade.

Conifers bear cones and have needle-like leaves. Most conifers are evergreen since they do not lose all their leaves at once. Pines, firs, cedars, and spruces are conifers. Conifers generally provide the most effective buffer in windbreaks.

Broadleaf

Conifer


Tree Planting for Energy Conservation Guidelines - Handout - Page 2

Guideline #3: Plant Trees to Break the Wind and Reduce Blowing Snow and Dust

A well-placed windbreak can protect several homes or an entire development from chilling winter winds and drifting snow.

Wind direction

What you should know - Windbreaks are rows of trees used to reduce the force and direction of the wind. Plant-ing a windbreak around a home or housing development can provide an energy savings of up to 30 percent and reduce blowing snow, noise, and dust.

Windbreaks should be planted in an L-shape (right angle) toward the common wind direction. For best protection,

windbreaks may be planted on more than one side of the property. Effectiveness of the windbreak also depends on the density (thickness) of the windbreak and its height.Three or more rows of trees in staggered formation provide the best wind protection. Conifers generally form the best windbreaks but some windbreaks include a few broadleaf trees as well. Windbreaks are effective for a distance of up to 8 to 10 times the height of the mature fully grown trees.

What you can do – Plant conifers several rows deep in a continuous line facing prevailing winds. Since snow and stale air can collect in the area directly behind a windbreak, buildings to be protected should be located no closer than 100 feet from the windward row (front

row facing the wind). The area to be protected should be within a downwind distance of 2 to 5 times the expected height of the tallest windbreak row. (For planning purpos-es, 20 feet is often used as the height of the tallest trees.)

Wind speedabout 35 mphWinter winddirection 0 ft 100 ft 200 ft

(windward row)

Snow drifts form here, away from buildings Wind speed about

10 mph hereWind speed about 15 mph here

If open wind speed is 35 miles per hour (mph), the windbreak reduces wind speed to:

DIRECTIONS- Imagine you are a city planner or landscaper. Using the “Tree Planting for Energy Conservation Guidelines” in this handout, design a new, energy saving neighborhood development plan. Draw in homes and a school. Indicate north, east, south, and west on your plan. Remember to think about what sides of the homes to plant trees on for the best energy savings. Consider carefully where to plant deciduous, broadleaf trees and where to plant conifers . In your plan, draw in the best kind of trees to shade each home, to shade streets and driveways, and to serve as a neighborhood windbreak. Then describe why you planted trees where you did to be energy wise.


Name:

Design an Energy Wise Community Using Trees - Student Worksheet

Directions: Imagine you are a city planner or landscaper. Using the “Tree Planting for Energy Conserva-tion Guidelines” you have just reviewed, plant (draw) trees into the design for this new neighborhood to save energy. Plant trees in this development plan to shade homes, paved areas, and serve as a windbreak. In your plan, consider carefully where to plant deciduous, broadleaf trees and where to plant conifers . Remember to think about what sides of the homes to plant trees on for the best energy savings. Then, in the space below, describe why you planted trees where you did to be energy wise.

Describe your tree planting plan here:

Wind direction


Building off the knowledge gained in the Basic Activity, these experiments are designed to show

how trees can cool their surrounding spaces. If you choose to just do these Extension Activities rather than the Basic Activity, you may wish to include the evaporative cooling demonstration from the Basic Activity (page 11) here.

Background Information:

Temperature is a measurement of hotness or coldness. It is measured on a standard Fahrenheit or Celsius scale.

Transpiration is the process by which water evaporates from plant tissues, primarily leaves. Most plants in temperate climates transpire about 99 percent of the water taken in by the roots. The other one percent is incorporated into the plant’s structure. The vast majority of the water transpired by trees escapes through small openings on the underside of the leaf, the side away from the sun. Different species of trees and plants transpire at different rates depending on temperature, wind, light, and humidity. Plants in arid climates need to retain the limited moisture they take in, so their transpiration rate is much less than plants in more temperate climates.

Classroom Activity:• Conducttemperatureandtranspiration

experimentstoshowhowtreesshadeandcooltheirsurroundings

Objectives:Studentswill:• Makepredictionsabouthowtreesaffect

temperature• Setupascientificexperiment• Measurethedifferenceintemperatureintree

shadedandunshadedareas• Demonstratetheprocessoftranspiration

Time Recommended:•Two30minuteclassperiods

Materials Needed:• Severalplasticbaggieswithtwistties• 2ormoredifferentkindsofleafyplantsif

therearenoavailableleafed-outbroadleaftrees

• Growlightorsunlamp(ifnoaccesstoasunnylocation)

• Twoormorethermometerswithsamescale(ForC)

• PencilandPaper• Fanandcontainerofwater(optional)*• Severalmicroscopes• Microscopeslidesandcoverglass• Lettuceleaf• Iodinestain• Eyedropper• Forcepsortweezers

National Science Education Standards Correlation:Asaresultoftheactivitystudentsshoulddevelopanunderstandingof:•natureofscience• populationsandecosystems• abilitiesnecessarytodoscientificinquiry• understandingaboutscientificinquiry

How Trees Produce and Conserve Energy

EXTENSION ACTIVITY #1 Step 1


Anticipatory Set: The students will be setting up experiments using the scientific method. If students have not done any experiments it will be important to review some of those terms with them. Write the words hypothesis, variable, and constant on the board.

Tell students they are going to do two simple experiments. Explain that scientists have guidelines they follow when they set up experiments. They start with a question, then they make a prediction (educated guess) about what the answer might be. That prediction is called a hypothesis.

Next scientists determine the ONE specific thing they need to test and compare to prove their hypothesis. For example, a scientist may wish to see if corn grows faster using fertilizer. To test that, the scientist will plant corn. Half of the corn planted would not have any fertilizer while the other half of the corn would have fertilizer. The ONE thing that changes, or is different, is called the experiment variable. The one thing in this example that is different is fertilizer. Everything else in the experiment needs to be the same or constant.

Using this same experiment example, ask students what things would need to be constant. List these things on the board. (Same brand of corn seed, same kind of soil, equal amounts of water, equal amounts of sunlight, same temperature, similar location area, same planting date.) Remind students that to prove that fertilizer makes a difference, everything else that affects the corn must be the same.

Temperature Experiment

Tell students they are going to get to conduct experiments to see if trees do make a difference in temperature of an area. Assign them to groups and help each group develop an experiment that has one variable involving temperature. One group might compare the temperature of grass in the sun to the temperature of grass in the shade. Another group might compare the temperature of a sidewalk surface in the sun to the sidewalk surface in the shade. A third group might measure the difference in temperature of asphalt in the sun to asphalt in the shade. (In each location, the variable is sun/shade.) Have each student make a prediction about what they think their own group results might be.

Remind students that everything else in their experiment needs to be constant. Have them brainstorm a list of what those constants need to be. The list might include time of day temperature is taken, amount of time they leave the thermometer before reading the temperature, the location site for each group...group one – grass; group 2 – sidewalk; group 3 – asphalt, etc.

Go outside and find a spot for each group where there is the appropriate mix of sun and shade. Each group must record the temperature after a specified amount of time. (10 minutes is plenty.) When tests are complete, ask the groups to describe the results of their investigations to the whole class. Transpiration Experiment

Using a transparent bag, have each group wrap a leaf on the potted plant or a small portion of a leafy broadleaf tree branch that is exposed to full sun. Seal the end of the bag as tightly as possible. Do this on several kinds of plants or trees.

Have students check on the leaf periodically making notes on what they see. Ask them to indicate how long it takes for water droplets to form inside the bag and record results. Compare results from the experiment. Do different kinds of leaves transpire at different rates?

As students are waiting to check their leaves, discuss the process of transpiration with them. If you have not done the evaporative cooling demonstration with the fan and water from the Basic Activity, you may wish to do that here. If you have done that, remind students of how the water that transpires from the leaves evaporates like the water on their hand, cooling the air around it. Explain that plant leaves have tiny openings, called stoma or stomates. These little openings are where carbon dioxide enters the leaf and oxygen and water moisture leave the leaf. Surrounding each stomate are guard cells that open and close the stomate. Guard cells are shaped like two tiny green jelly beans on each side of the stomate. Tell students they will have a chance to see a stomate and the surrounding guard cells through a microscope.

If there are enough microscopes in the class for each group to use, you may wish to have each group prepare


their own slide. Otherwise prepare the slide using the following procedure and allow each group a chance to come look at the slide.

Procedure:

1) Put one drop of iodine stain on the center of the slide.2) Break the lettuce leaf and pull off the thinnest layer of

epidermis possible.3) Carefully spread out this thin layer in the iodine on

the slide making sure it is flat and not folded over on itself.

4) Carefully place a cover slip over the epidermis, trying to avoid any air bubbles.

5) Carefully and slowly bring the slide into focus. Move the slide around until you find some stomates and guard cells.

6) Change the lens to high power to observe the stomates in more detail.

7) If time permits, draw a picture of what you see.

Authentic Assessment:

After students evaluate the two experiment results, they will determine what other experiments they might like to do related to trees. Each student will describe their experiment idea, list a hypothesis, constants, variable, materials needed, and outline the procedure they would use.

StomaCarbon dioxidein air entersthrough tinypores (stomas).

PalisadeCellswithChlorplastsPhotosynthesisoccurs in chloroplasts.

VeinPhloem cells in leaf veins take manufactured sugars to living cells throughout the tree and to the roots, while they bring water from the xylem.

Intercellular SpacesStoma Water is released into

the air from transpiration through the stomas.

Oxygen is released into the air through the stomas.

Guard cells

Looking inside a leaf


Introduction: This activity can be used to enrich and expand on the Basic Activity. It helps students under-stand that trees can produce, as well as conserve, energy. This activity will use the neighborhood design plans that students create in the Basic Activity.

Instructional Sequence:

Discussion: Ask students how they would define the word “energy.” Allow student responses. Let them know energy is defined as the ability to do work; it powers ev-erything in nature. Energy warms and cools our homes, fuels our cars, powers our TVs, and runs our manufac-turing plants. It takes energy for us to walk, talk, digest our food, and even breathe.

Tell them that in the previous activity they learned how well-planted trees can play a key role in energy con-servation. In this activity they will learn how trees and other plants can produce energy in ways that also benefit the environment.

Pass out the Trees Produce Energy Handout and review the content with students.

• As you discuss Concept 1, review the illustration “Energy Food Chain.” Ask students to come up with other examples of energy food chains.

• As you discuss Concept 2, you may wish to include some of the Additional Information shown below.

Objectives:Studentswillbeableto:• tracetheflowofenergyinvariousforms,

fromplantstohumans,bycreatinganenergychain

• describeseveralwaystreesprovideenergyforhumanuse

Time Recommended:•One30minuteclassperiod

Materials Needed:•PhotocopiedTrees Produce Energy

handout(oneperchild)onpage21• PencilandPaper• Neighborhood Design Plancreatedin

BasicActivity

National Science Education Standards Correlation:Asaresultoftheactivitystudentsshoulddevelopanunderstandingof• transferofenergy• populations,resources,andenvironments

“Each generation takes the Earth as trustees. We ought to bequeath to posterity as many forests and orchards as we have exhausted and consumed.”

Arbor Day Founder, J. Sterling Morton

Discover How Trees Produce Energy

EXTENSION ACTIVITY #2 Step 1

Additional Information: Two hundred years ago wood accounted for over 90% of the world’s energy/heating needs. Today some nations still use wood as an im-portant fuel source for cooking and heating, but in the United States wood and other plant-based biomass fuels account for less than 5% of the fuel used for energy production. The United States depends heavily on fossil fuels, which will eventually run out.

Only through wise use and proper forest manage-ment can wood and other biomass fuels be considered a renewable resource. Trees must be replanted as they are used. According to the National Renewable Energy Laboratory, more than 36 million acres of land in the United States, considered unfit to grow food, could be used to grow energy crops.


What you should know – Trees and other green plants are the source of energy for all animal life to live and grow. Through the process of photosynthesis, plants change light energy from the sun into chemical energy that is stored in the plant as carbohydrates (sugars) as it grows. All animal life, including human life, depends on that stored energy. When you eat an apple, the chemical energy stored in the fruit becomes the energy “fuel” that allows you to work, play, run, and grow. Every living animal either gets its energy directly from plants or depends on other animals that depend on plants for food.

What you can do – Plant many different kinds of trees that have high food value. This will increase healthy food energy for people as well as provide food and habitat for

many kinds of wildlife. Plant fruit and nut trees that will grow in the climate where you live. Trees or shrubs with high-energy food value for people or wildlife can include: apple, orange, cherry, peach, oak, hazelnut, plum, etc.

Trees Produce Energy - Handout

Energy is defined as the ability to do work; it powers everything in nature. Energy warms and cools our homes, fuels our cars, powers our TVs and DVD players, and runs our manufacturing plants. It takes energy for us to walk, talk, digest our food, and even breathe. The following two concepts will help you understand how you can plant trees to produce energy.

Activity Directions: Research what tree species will grow in your community. Look at the Neighborhood Design Plan you created in the last activity. Add trees to your plan that will produce either food or biomass energy. Label your tree species. Discuss how these changes benefit the neighborhood.

Concept 1: Plant Trees to Produce Food Energy for People and Wildlife

What you should know – While the fruits, seeds, and nuts of trees provide fuel (either directly or indirectly) to run our bodies, the wood from trees can be burned to release energy for heat to keep us warm or power to make things run. This homegrown source of energy is referred to as biomass energy...it is energy you can grow. Wood, animal waste, crops, and even garbage can be used as a biomass energy source. Agricultural biomass crops like corn and soybeans can be burned directly or turned into other liquid fuels (ethanol, methanol, and biodiesel) that can be used to power vehicles or machinery. When not burned efficiently, wood and other biomass products can cause air pollution. However, modern heating/cooling systems, and even efficient wood burning stoves, burn the biomass at such a high temperature and so completely that there is often less pollution with it than with conventional fuels like oil and coal. Wood manufacturing waste and wood from street tree

trimmings can also be burned for fuel, which saves fossil fuels and landfill space. Biomass not only produces energy, but it is good for the environment too.

What you can do – Plant trees or other biomass energy crops on land that is considered unfit to grow food crops. Plant new trees when trees are cut down. Take care of the soil in which our crops grow. With careful management, wood and other biomass fuels will always be a renewable resource.

Concept 2: Grow Trees as an Energy Crop Types of Biomass

Crops Garbage Wood

Energy Food Chain


Create a PosterAsk each student to create a poster that reflects his or her understanding of the important role trees play in cities and towns. Before they create their poster, encourage students to think about the variety of ways trees benefit their community and themselves.

Students should make sure their poster follows the contest rules by using the checklist on page 23. You may select the winner or have a judging panel for the classroom and school contest. Judges could include other students, garden club members, nursery personnel, arborists, the city forester, teachers, PTA members or individuals with an interest in trees who are willing to volunteer some time.

Poster Contest National PrizesFirst Place• The national winner, his or her parents, and the teacher of the winning student receive an expense- paid trip to the National Awards Weekend at Lied Lodge & Conference Center in Nebraska City, Nebraska, April 30–May 2, 2010.• The national winner also receives a $1000 savings bond, a lifetime membership to the Arbor Day Foundation, and a framed color copy of his or her poster. • The national winner’s teacher receives a $200 check.• A tree is planted in the winner’s honor.

Second Place• The second place winner receives a $500 savings bond.• The second place winner’s teacher receives a $100 check.• A tree is planted in the winner’s honor.

Third Place• The third place winner receives a $250 savings bond.• The third place winner’s teacher receives a $50 check.• A tree is planted in the winner’s honor.

Objectives:• Studentswillcreateaposterthatreflects

theirunderstandingofhowtreesproduceandconserveenergy

Deadline:•Makecertainthatyourschoolwinnermeets

yourstatecoordinator’sentrydeadlineasstatedintheenclosedcoverletterorcontactyourstatecoordinatorlistedonpage27

Time recommended:• Aminimumofoneclassperiodis

recommended

Materials Needed:•Papernosmallerthan81/2"x11"andno

largerthan14"x18"

• Markers,crayons,coloredpencils,paintpens,watercolor,ink,acrylic,and/ortemperapaint

National Art Education Achievement Standards:•Studentsgeneralizeabouttheeffectsof

visualstructuresandfunctionsandreflectupontheseeffectsintheirownwork

• Studentsemployorganizationalstructuresandanalyzewhatmakesthemeffectiveornoteffectiveinthecommunicationoftheirideas

• Studentsselectandusethequalitiesofstructuresandfunctionsofarttoimprovecommunicationoftheirideas

• Studentsintegratevisual,spatial,andtemporalconceptswithcontenttocommunicateintendedmeaningintheirartworks

Create a PosterTrees are Terrific…and Energy Wise!Step 2


Use this checklist to make certain all entries are eligible for judging. Entries not meeting these guidelines will be disqualified.

Poster Contest Rules

➊ Submit entry by designated deadline to your state coordinator (see cover letter, contact your coordinator listed on page 27, or visit

arborday.org/postercontest for your state deadline).

➋ All entries must be original artwork created by a student who is

currently in the fifth grade. A student may enter the contest only once.

➌ The student’s first and last name must be written or signed in the lower right- hand corner on the front of the poster.

➍ a) Entries may be done in marker, crayon, paint pens, watercolor, ink, acrylic, colored pencil, and/or tempera paint.

b) Collages are not acceptable. (Do not glue anything on your poster.) c) Computer or photo generated art and/or printing is not acceptable. d) Entries should not display the names of commercial products,

companies, or organizations.

➎ Entries must be no smaller than 8 ½" x 11" and no larger than 14" x 18."

➏ Entries must be done on paper that will allow for duplication, display, and framing.

➐ The poster must be related to the contest theme in some way. The theme Trees are Terrific... and Energy Wise! must be on the poster. All words must be spelled correctly.

➑ Entries should not be matted, mounted, laminated, framed, or folded.


Winner’s Name

Winner’s Home Address

City State ZIP

Winner’s Parent or Guardian Name

Teacher’s Name

Teacher’s E-mail Address

School Name

School Address

City County State ZIP

School Phone ( )

After selecting a school winner, copy and complete this form, attach to the back of the poster, and send to your contest coordinator (listed on page 27 or www.arborday.org/statecoordinators).

2010 School Winner Report FormSend this form with the winning school poster to your contest coordinator.

All information should be complete to expedite contact of winners.

All artwork becomes the property of contest sponsors.

Important:Please indicate the number of posters entered or drawn in the school contest in the box to the left.

Number of teachers in school who participated.

School Winner Report Form


Certificate of Participation

This certifies that

has successfully presented an understanding of environmental stewardship practices and the importance of trees.

Through artistic expression, the above named individual has communicated a message of hope for the future of our planet.

Let it be known that the Arbor Day Foundation and __________ recognize the unique and creative contribution offered by our

nation’s youth and extend special appreciation for these efforts.

John Rosenow, Chief ExecutiveArbor Day Foundation

Teacher



School Winner

This certifies that

has presented an outstanding creative representation of the important role trees play in our cities and towns.

Through artistic expression, the above named individual has communicated a message of hope for the future of our planet.

Let it be known that the Arbor Day Foundation and __________ recognize the unique and creative contribution offered by our

nation’s youth and extend special appreciation for these efforts.

John Rosenow, Chief ExecutiveArbor Day Foundation

Teacher



2010 Poster Contest State Coordinators

David West *256-237-1621Alabama Cooperative Ext. System1702 Noble Street, Ste 108Anniston, AL 36201

Julie Treat *501-671-2231Horticulture Program Technician2301 S. University AvenueLittle Rock, AR 72204

Louise Wakem *602-542-6191AZ State Forestry Division1110 W. Washington #100Phoenix, AZ 85007

Kay Antunez *916-653-7958CA Dept of Forestry & Fire ProtectionPO Box 944246Sacramento, CA 94244-2460

Donna Davis *719-384-9087Colorado Tree Coalition208 Santa Fe Ave, Ste #21La Junta, CO 81050-0977

Bob Heffernan *203-445-0110CT Nursery & Landscape AssnPO Box 414Botsford, CT 06404

Ashley Ward *302-698-4551Delaware Forest Service2320 S. DuPont HighwayDover, DE 19901

Mark Miller *407-703-1744City of Apopka - Public Services & Recreation Departments11 North Forest AvenueApopka, FL 32703

Larry Morris *706-542-6880Georgia Forestry Commission1055 East Whitehall RdAthens, GA 30605

Jackie Ralya *808-392-5167Kaulunani DLNR600 Queen St. #2503Honolulu, HI 96813

Emma Bruemmer *515-281-6749Iowa Dept. Natural Resources502 East 9th StreetDes Moines, IA 50319

Gerry Bates *208-522-5964Idaho Department of Lands2445 John Adams PkwyIdaho Falls, ID 83401

Reinee Hildebrandt *217-785-877Urban Conservation Program Admin.Illinois Dept. of Natural Resources1 Natural Resources WaySpringfield, IL 62702-1271

Ashley MulisIndiana Urban Forest Council, Inc.PO Box 409Carmel, IN 46082

Kim Bomberger *785-532-3315KS Forest Service2610 Claflin RoadManhattan, KS 66502-2798

Laurie Blount *270-444-8508Paducah Park Service1400 HC Mathis DrPaducah, KY 42001

Malhon Doucet *225-952-4500Louisiana Office of ForestryPO Box 16285825 Florida Blvd Ste 1068Baton Rouge, LA 70806

Eric Seaborn *617-626-1468Dept of Conservation & Recreation251 Causeway Ste 600Boston, MA 02114

Mary Brady *410-419-5710Friends of Druid Hill Park1826 Bolton StreetBaltimore, MD 21217

Loretta Huttman * 207-623-2371Project Canopy--Maine Forest Service153 Hospital St.Augusta, ME 04330

Rachael Wood *517-543-5848Michigan Arbor Day Alliance 551 Courthouse Dr., Ste. 3Charlotte, MI 48813

Sue Flynn *651-633-4987MN Nursery and Landscape Assn.1813 Lexington Ave. NorthRoseville, MN 55113

Donna Baldwin *573-522-4115 ext 3111Missouri Dept. of Conservation2901 W. Truman Blvd.Jefferson City, MO 65102

Donna Yowell *601-672-0755MS Forestry Commission164 Trace Cove DriveMadison, MS 39110

Jennifer Rall *919-857-4849NC Forest Service 1616 Mail Service CenterRaleigh, NC 27699-1616

Glenda Fauske *701-228-5446North Dakota Forest Service307 First Street EastBottineau, ND 58318-1100

Rachel Allison *308-696-6718UNL Nebraska Forest Service461 W. University Dr.North Platte, NE 69101

Kristina Ferrare *603-862-3883University of NH, Cooperative Ext.131 Main St. Neismith Hall Room 211Durham, NH 03824

Nina Visconti-Phillips *609-216-4000New Jersey Science Teachers AssociationBox ACranbury, NJ 08512

Molly Madden *505-864-4388Keep New Mexico BeautifulPO Box 90924Albuquerque, NM 87199

Susan Stead *775-684-2506Nevada Division of Forestry2478 Fairview Dr.Carson City, NV 89701

Mary Kramarchyk *518-402-9425NYSDEC- Div. of Lands & Forests625 Broadway, 5th FloorAlbany, NY 12233

Jennifer Gray *800-825-5062Ohio Nursery & Landscape Assoc.72 Dorchester SquareWesterville, OH 43081-3350

Christina Stallings *405-522-6158OK Dept of Agriculture2800 North Lincoln BlvdOklahoma City, OK 73105-4298

Cheryl Watts *717-772-0842Pennsylvania Dept. of Education333 Market Street, 8th FloorHarrisburg, PA 17126

Amy Tressler *843-689-3033Coastal Discovery Museum100 William Hilton Parkway, PO Box 23497Hilton Head Island, SC 29925

Chris Johnson *605-773-3594SD Department of Ag/RC & F523 East Capitol AvenuePierre, SD 57501Bruce Webster *615-837-5436Division of ForestryPO Box 40627, Melrose StationNashville, TN 37204

Angie Soldinger *979-458-6649Texas Forest Service301 Tarrow Dr., Suite 364College Station, TX 77840

Meridith Perkins *801-538-5505Urban & Community Forestry CoordinatorP.O. Box145703Salt Lake City, UT 84114

Crystal DeLoatch *276-634-4167Virginia Museum of Natural History21 Starling Ave.Martinsville, VA 24112

Danielle Fitzko *802-241-3673Department of Forest & Parks1035 Main St., Building. 10. So.Waterbury, VT 05671

Micki McNaughton *360-902-1356WA State DNR1111 Washington St. SE, P.O. Box 47037Olympia, WA 98504

Jacinda Tessmann *608-267-0843WI Dept. of Natural ResourcesP.O. Box 7921Madison, WI 53707

Andy Sheetz *304-558-2788WV Division of Forestry1900 Kanawha Blvd E, State CapitolCharleston, WV 25305-0180

Trish Penny5015 Stone Rd. Laramie, WY 82070

Amber Kenny *202-497-9246Urban Forestry Administration2217 14th St NWWashington, DC 20009

National Coordinator211 N. 12th StreetLincoln, NE 68508Email: [email protected]

A complete listing of the state coordinators, including

E-mail addresses and state deadlines, is available at

arborday.org/postercontest.


Name

School Name

School Address

City State Zip

E-mail

Present teaching assignment

COMPLETE THIS SURVEY... and send it to the Foundation to receive a FREE copy of the 2010 winning poster.

Please return this form to: Poster Contest, Arbor Day National Poster Contest, 211 N. 12th Street, Lincoln, NE 68508 or fax to 402-474-0820. Surveys may also be submitted online at arborday.org/pcsurvey.

1. Was the information you received descriptive and complete?

❏ Yes, it was fine ❏ This is how it could be improved:

2. Did the curriculum achieve its goal of increasing knowledge about the important role of trees in producing & conserving energy?

1 2 3 4 5 6 7 8 9 10

Not at all Somewhat Definitely

This is how it could be improved:

3. Check the activities you did with the class.

❏ Basic Activity - Design an Energy Wise Community Using Trees ❏ Create a Poster

❏ Extension Activity #1 - Conduct Temperature and Transpiration Experiments ❏ Celebrate Arbor Day

❏ Extension Activity #2 – Discover How Trees Produce Energy ❏ Optional Teacher Idea

❏ Other

4. How many posters were entered into your school contest?

5. How likely is it that you would recommend the Arbor Day National Poster Contest to a colleague?

1 2 3 4 5 6 7 8 9 10

Not at all Somewhat Definitely

6. Approximately how many classroom hours did you spend on the Poster Contest?_______________________hours(s)


S ince 1872, Arbor Day has been celebrated throughout the United States and Arbor Day celebrations in

schools have always played an important role.

An Arbor Day celebration can be:

•Simple – Plant a tree in honor of your school poster contest winner or to recognize an outstanding volunteer.

•Inspiring – Have your graduating class plant a tree with the younger students. This is a tradition that honors the students leaving and gives new students something to enjoy throughout their years!

•Entertaining – Students could compose poems about trees or perform an Arbor Day play (a sample play is available at www.arborday.org/arbordayplay). This could be performed for fellow students, families, or senior citizens.

Whatever you choose for your celebration – go outside and enjoy the trees and environment that surround you!

Visit www.arborday.org/arborday for more ideas on how your classroom can celebrate Arbor Day. You can also request a FREE copy of the Celebrate Arbor Day Guidebook.

Alabama – Last full week in FebruaryAlaska – Third Monday in MayArizona – Third Friday in MarchArkansas – Third Monday in MarchCalifornia – March 7-14Colorado – Third Friday in AprilConnecticut – Last Friday in AprilDelaware – Last Friday in AprilDistrict of Columbia – Last Friday in April Florida – Third Friday in January Georgia – Third Friday in FebruaryHawaii – First Friday in NovemberIdaho – Last Friday in April Illinois – Last Friday in AprilIndiana – Last Friday in AprilIowa – Last Friday in AprilKansas – Last Friday in AprilKentucky – First Friday in AprilLouisiana – Third Friday in January

Maine – Third full week in MayMaryland – First Wednesday in AprilMassachusetts – Last Friday in AprilMichigan – Last Friday in AprilMinnesota – Last Friday in AprilMississippi – Second Friday in FebruaryMissouri – First Friday in April Montana – Last Friday in AprilNebraska – Last Friday in AprilNevada – Last Friday in AprilNew Hampshire – Last Friday in AprilNew Jersey – Last Friday in AprilNew Mexico – Second Friday in MarchNew York – Last Friday in AprilNorth Carolina – First Friday following March 15North Dakota – First Friday in May

Ohio – Last Friday in AprilOklahoma – Last full week in MarchOregon – First full week in AprilPennsylvania – Last Friday in AprilRhode Island – Last Friday in AprilSouth Carolina – First Friday in DecemberSouth Dakota – Last Friday in AprilTennessee – First Friday in MarchTexas – Last Friday in AprilUtah – Last Friday in AprilVermont – First Friday in MayVirginia – Last Friday in AprilWashington – Second Wednesday in AprilWest Virginia – Second Friday in AprilWisconsin – Last Friday in AprilWyoming – Last Monday in April

Arbor Day Dates

The 2009 Arbor Day National Poster Contest winning art by Geneva Mendoza of Oklahoma.

50039502

Celebrate Arbor DayGet your students outside and celebrate Arbor Day!

Step 3

Documents

2010 Arbor Day National Poster Contest Trees are Terrific · “Trees are Terrific…and Energy Wise!” is designed to increase knowledge about the importance of trees in the production